Some experiences in teaching skills of speaking english for primary students

MỤC LỤCOF EDUCATION AND TRAINING THANH HOA DEPARTMENT THANH HOA DISTRICT DEPARTMENT OF EDUCATION AND TRAINING ========*****======== INITIATIVES SOME EXPERIENCES IN TEACHING SKILLS OF SPEAKING ENGLISH FOR PRIMARY STUDENTS Implementer: Nguyen Thi Thom Position: A teacher of English Work unit: Tao Xuyen Primary & Secondary School Subject: English THANH HOA 2019 INDEX Content Page I INTRODUCTION 1 Rationale Aims of the study Scope and object of the research Methods of the research New points of the initiatives II CONTENT Theoretical background The reality of the issue 3 Solutions 3.1 Types of practising are used for developing speaking skills 3.2 Give students a quick way to reflect in English 13 3.3 Train pronounciation for students 14 3.4 Teach students to use stress and intonation when speaking 15 Achieved results 15 4.1 Assess the implementation process 15 4.2 Research results 15 4.3 Lessons learned 16 III CONCLUSION AND RECOMMENDATIONS 17 Conclusion 17 Recommendations 17 I INTRODUCTION Rationale English is very important for morden life It is mainly through the English language that we gain access to the various sources of knowledge English is a language which is spoken and understood by many people in most country of the world Following the continuous development of international exchanges, English universalization has become an indispensable thing Not only adults want to be able to speak fluently with foreigners, but even young children want to communicate in English with international friends Therefore, the Education and Training sector has conducted a comprehensive renovation of teaching programs and methods to improve the quality of teaching and learning Previously, Vietnam did not integrate with other countries in the world, so the investment for students to improve English was still limited But today with the general momentum of human development, learning foreign languages is essential Seeing this importance, the Education and Training sector has taken English teaching and learning right at the primary level Currently all primary schools across the country have taught English programs starting at the rd grade and many schools have taught English programs from the 1st grade The majority achieves a level of international language Most children in the country from urban to rural areas are familiar with English early through teaching in schools Four skills: listening, speaking, reading and writing are taking place simultaneously in the process of teaching and learning foreign languages For primary students, they initially get acquainted with English program so they are limited in how to communicate whether they still understand lessons, understand sentences, structures but they are shy, nervous to talk To meet this requirement, students must use the corpus that has been learned to communicate activities effectively Speaking English is a prerequisite for learning languages, in order to give them confidence in communicating in English So how to help them communicate in English in a natural way? How to pass English to help them develop the communication skills of the children? After studying textbooks, reference materials thematic learning for English teachers and teaching practices in the past few years, I chose the "Some experiences in teaching skills of speaking English for primary students” initiative as the subject for my experience This is the premise for the direction of the quality of teaching and learning, attracting students passionate about this subject and to devise effective instructional experiences that I have applied in the past time activities Aims of the study As a teacher of English, I must impart knowledge to my students in a positive way and have the highest efficiency "Some experiences in teaching skills of speaking English for primary students” has been applied by me in the time teaching English for students at Tao Xuyen Primary School and I realized the advantages of this teaching activity is: - Make lessons more active, happier and more productive - Build communicative competence, ability to speak English for primary students - Help students feel more confident in their ability to communicate English Scope and object of the research - The main content of studying is about teaching skills of speaking English for primary students - The object of studying is students from grade to grade at Tao Xuyen Primary School Methods of the research To implement the content of the subjects, I used some following basic methods: - Reseach and find out English material taught at primary school - Synthesis of reasoning through references, textbooks, the reality of teaching and learning at Tao Xuyen Primary School - Observe, visit classes, interview students - Draw on the experience through the research process - Survey on school academic year 2018 - 2019, apply the methods of the research to provide the most objective results New points of initiatives Based on the foundation of the old initiatives and the experience gained in this school year, I have added the following new points to this initiatives of teaching English speaking skills: - Give students a quick way to reflect in English - Train pronunciation for students - Teach students to use stress and intonation when speaking - In addition, I have corrected my initiatives to match the current textbook program of the Ministry of Education and Training II CONTENT Theoretical background Primary level of education is a solid foundation for the development of knowledge and skills for higher education For elementary age children to school as they reach out to a new knowledge - rich and diverse, teaching English in is to teach students how to use good English, to be effective The school's goal of teaching English for Primary children is teach a basic understanding of English and using English skills to communicate Now teaching English is enabling students to develop their thinking, forming ideas, healthy emotions, clarity, with the good qualities Teaching English language as well as teaching other languages, teaching process is a combination of the skills: listening, speaking, reading and writing and focus on teaching listening and speaking skills to achieve the purpose of the communication From many years of teaching English programs for primary students, from the reference program of teaching advanced English online, I found to help primary students communicate in English quickly and effectively, the teaching speaking skills to students is very important, it helps them feel more confident when communicating in English The reality of the issue * Advantages In recent year, the teaching and learning of English by the method of innovation is concerned by Thanh Hoa Education and Traning Department and Thanh Hoa Education and Traning Office Every year, the education sector has organized the contest of good students through the written tests and tests through Internet There are contests of good teachers, visit classes, schools to get experiences, promote innovative teaching methods to achieve higher results In addition, the Department also facilitates for teachers of English participated in approaching the thematic changes in curriculum and teaching methods I myself was fostered professional knowledge and participated in training on teaching method innovation, attending planned teaching of colleagues and friends For the students, with the curriculum and new textbooks, they access to new methods of teaching and new ways of learning, many students have loved this subject * Difficulties Many students not pay attention to foreign languages, prepare lessons a sketchy way to deal with when they learn this subject So they have boring psychology in learning English During school hours, the majority of them are usually passive, lack of flexibility, they have problems in reading English, speaking and participating in speaking lesson Primary students are the children, the level of their awareness is low, the quality of academic disciplines asynchronous Many students have not focused on English, they think that this is elective subject so students themselves and even parents are not interested in this one Moreover, they not cultivate the knowledge has learned in class and the majority of students not apply what they have learned and cannot develop their listening and speaking skills Some family conditions are not sufficiently material to foster self-learning and more Many parents are not really interested in their children's learning and the majority of parents not know English subjects to tutor and help children Difficulties with teachers in the teaching process, which is mostly in the rural school facilities conditions are scarce Teaching aids of English are limited with less visual aids, facilities using for teaching and learning The school lacks of function classrooms, sound, pictures English classes not meet the requirements for all students to learn English English in primary school holds a significant role in the learning process of the children It equips them minimal vocabulary, basic grammar and sentence patterns, simple theme about friends, family, school, the world around them Therefore, to inspire and reinforce students' knowledge is an extremely important and often work Because this affects very much motivated by the children, a basic factor affecting the process of learning a foreign language: No children will not learn the engine and the consolidation of knowledge, also inculcate more the corpus of the lessons learned in a systematic way, as a solid foundation to help them learn better, more confident in the learning process later For the quality of their courses to achieve the best results the school had truly charismatic, playful comfortable atmosphere, inspire students to absorb foreign culture that they themselves have not been known So how to make effective teaching methods, given the actual lectures and lively and charismatic student is not an easy question to answer to each of our teachers Based on actual situation of learning in grades 3, 4, 5; the levels of all students acquire after a few weeks of the school year with conventional teaching methods I tested students by interviewing and classify objects of students, comparing the initial results of teaching, as a basis for comparison of experimental with results after teaching by this methods THE TABLE OF SURVEY RESULS (September 2018) Grad e Numbe r of student s Excellent Good Average Weak 60 12 Ss (20,0%) 16 Ss (26,7%) 25 Ss (41,7%) Ss (11,6%) 54 11 Ss (20,4%) 14 Ss (25,9%) 24 Ss (44,4%) Ss (9,3%) 48 Ss (18,7%) 12 Ss (25,0%) 21 Ss (43,8%) Ss (12,5%) Solutions 3.1 Types of practising are used for developing speaking skills To learn more gently, and effectively attract the attention of young English language learners, teachers require to invest in furniture and teaching methods to indoctrinate students Pronunciation, vocabulary, grammar relationships form close together to practise the speaking skills for students Description Talk is the kind of exercise undertaken after catching target language (topics, vocabulary and sentence patterns), so it is the part to practice language in different situations There are many types of talk and here are all commonly used in primary textbooks: Let’s talk, Ask and answer questions about… With the title “Let’s talk”, example: Exercises for students practice questioning and answering about what students at break time, students will use the question What you at break time? And the answer is I (play basketball/ play table tennis/ play football/ ) Circumstance: At break time Unit 10 - Lesson - Grade With the title “Ask and answer questions about….”, example: Exercises for students practice talking about what happens in each picture Circumstance: The story of Mai An Tiem a b c d Unit 14 - Lesson - Grade The forms of speaking * Talk: - Aims: If Look, listen and repeat and Point and say (Point, ask and answer) are two kinds of exercises used to introduce new language, Talk is used to strengthen, extend and recycle the corpus in two parts above Therefore, all steps are not teaching vocabulary and grammar, but focus on building situations and what to say in situations - Steps: + Study the situation Students open the textbook, research contents of pictures They can the task independently or work in pairs or groups to describe the picture in Vietnamese + Picture description While identifying situations in Vietnamese, all the words are said in English In grades and 5, teacher can guide students to describe the picture in English Teacher notices to fix pronunciation (word stress, sentence stress and intonation) Important notice: not interrupt students talking to correct errors but correct when they finish speaking, if any + Role-play Example: Circumstance: Asking the way Unit 16 - Lesson - Grade Guide all students to act as a asker and a director Then call two students to act out: Student 1: Where’s the .? Student (Open the map): It’s on Depend on the situation that the picture given, teacher takes students on the role-play + Chaining: In the chain exercises, we use an object or picture elements to make suggestions Show pictures or things for the first student to ask questions involved Students answer Turn to the second student, ask this question but replace elements Just like that continue until everyone is asked and answered Divide the class into small groups of or students Perform the exercises in each group Example: Unit - Lesson - Grade Teacher: What subjects you have today? Student 1: I have Maths Student 2: I have Maths and IT Student 3: I have Maths, IT and Science Do like that until the last person in the group While practising, students who not remember the sentences of the previous speakers or cannot find the next sentence will lose turns + Drama: For the situation pictures, let students react the situation, or teacher bases on the requirement of exercise, the content of the picture to build a drama and guide students to perfrorm Important note: With description technique, teacher should ask students to review vocabulary and sentence patterns which are used to describe With question and answer technique, teacher also reviews vocabulary and identify sentence patterns, but mostly questions Teacher should pay attention to the picture content If the pictures are single pictures (Picture 1), the questions not need to link with each other But if the pictures are situation ones (Picture 2), the questions must be linked to create a story a b c d (Picture 1) Unit 18 - Lesson - Grade (Picture 2) Unit 18 - Lesson - Grade This exercise has a similar format: Ask and answer questions about what is happening in each picture * Look at the photo Tell the story - Aims: This exercise requires higher Students create their own speech, using new sentence patterns of the lesson in form of narrative or conversation to communicate in groups on this topic - Steps: For picture description, according to following steps: + Use flash cards, remind students of some words and sentences using to describe + Ask students to look at pictures as a hint Depend on levels of students to give requests (general, more detailed, description and comment, description and opinions, description and comparison) ... learning for English teachers and teaching practices in the past few years, I chose the "Some experiences in teaching skills of speaking English for primary students initiative as the subject for. .. combination of the skills: listening, speaking, reading and writing and focus on teaching listening and speaking skills to achieve the purpose of the communication From many years of teaching English. .. Department of Education and Traning - Provincial Department of Education and Training Experiences in teaching - District Department of skills of speaking Education and Traning English for primary